Bridging Discourse Theory and Pedagogy: A Rhetorical Structure Theory Approach to English Academic Reading

This study investigates the application of Rhetorical Structure Theory (RST) in academic reading instruction for EFL learners. The study combines a corpus-based analysis of IELTS reading materials with a detailed RST analysis of a representative passage. The corpus analysis identifies frequently used discourse markers and prevalent rhetorical relations, while the passage analysis employs RST trees to reveal hierarchical text organization. Findings indicate that integrating RST-based instruction into classroom activities enhances students’ ability to interpret textual coherence, identify key ideas, and engage in critical reading. By systematically training students to analyze discourse structures and trace argumentative progressions, RST-based reading instruction is expected to significantly improve learners’ comprehension accuracy and critical thinking skills. This pedagogical approach provides educators with a framework to bridge discourse theory and practical reading instruction, laying a foundation for further research with diverse academic genres and expanded corpora.